Overcoming Turkmen language interference in the written production of philology students learning Russian as a foreign language: a linguodidactic perspective (based on picture-description essays)

<jats:p>The purpose of the study is to identify the main manifestations of Turkmen language interference in the written speech of students learning Russian as a foreign language (RFL) and to substantiate linguodidactic approaches to overcoming it. Particular attention is paid to the analysis of interference errors that occur when writing descriptive essays based on paintings. On the basis of a contrastive analysis of the Russian and Turkmen languages, the main types of grammatical, lexical, syntactic, and orthographic deviations are identified. The adaptation of I. G. Mineralova’s “Writing Together” methodology for Turkmen-speaking learners is substantiated and a system of tasks aimed at preventing interference is proposed. The scientific novelty of the study lies in identifying and describing a typology of interference errors in the written speech of Turkmen students and in developing an adapted model for applying I. G. Mineralova’s “Writing Together” methodology aimed at preventing specific interference errors (gender, prepositions, case government, the soft sign, complex sentences and punctuation, phonetic-graphic substitutions); and proposing diagnostic tools (an interference checklist and an error map) for teaching written speech within RFL. The results of the pedagogical experiment demonstrate a reduction in the number of interference errors after the corrective cycle.</jats:p>